Day Sixteen:  Reviving the Novel

 

What’s on for Today and Why

 

Students have spent all weekend working on their essays.  That means they have not read for three days.  To get them back into the novel, today’s class will be a review session.  The class will review their completed maps, discuss were they are in their word tracking, and get a preview of tonight’s reading assignment.

 

 

What to Do

 

1.  Collect the Essays

 

The students probably cannot wait to get these things off of their hands.  Relieve their stress and collect them right away.

 

2.  Rotating Circles

 

With their maps in hand, have the students stand in two circles, one inner and one outer, so that each student is facing a partner.  Give the students about three minutes to look at each other’s maps from Chapters 1 and 2.  Then have one of the circles rotate, so that each student has a new partner.  Have them focus on maps 1 and 2 again.  Repeat this process with the map for Chapter Three.  Being that the first two maps had a lot of teacher instruction on them, these maps should be pretty uniform across the class.  As we got to Chapter Three, the amount of teacher information became more sparse.  For this map review, give the students a little more time with each partner and have them rotate a few extra times.

 

3.  Word Tracking Update

 

Have the students take their seats again.  It is time for a word tracking update.  Ask the students to report some of their findings, and ask them for some interpretations of their findings.

 

4.  Homework

 

Students will read pages 159-177 of Portrait.  Remind them to continue word tracking.  Also ask students to be prepared to discuss what they think is the paragraph in this section of reading that has the most allusion to mythology in it.

 

 

How Did it Go?

 

This lesson was designed just to get students back into the swing of things.  As long as they could remember more about the book than just what their essays were about, then the class is in good shape.  If they couldn’t remember, then hopefully this class time got them back on track.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Day Seventeen:  His Strange Name

 

What’s on for Today and why

 

Today’s lesson will focus completely on allusion.  This device has been discussed throughout the reading of the novel.  Now students will have the opportunity to relate this device to the concept of the epiphany as associated with buildungsroman. 

 

 

What to Do

 

1.  Homework Vote

 

Last night, students were asked which paragraph in their reading assignment contained the most allusion to mythology.  Go around the room asking each student which paragraph they chose.  Put the page number and the first few words of the paragraph on the board.  It is likely that many students will have chosen some of the same paragraphs.  Once all of the students have contributed, ask for volunteers to read each of the paragraphs aloud.

 

2.  Epiphany

 

Give students the definition of epiphany.  Then ask the students if any of the paragraphs that were just read seem like they are an epiphany.  Once the students have decided on a paragraph (or two), do a read around session of just the one or two that they chose.  It may be helpful to do this more than once.  Then, ask the students if Stephen’s epiphany has allowed him to answer the question that Nasty Roche asked him when her was a child:  “What kind of a name is that?”

 

3.  Homework

 

For homework, have students finish their maps for Chapter Four.  Remind them that the maps will be collected and graded.  Students will also read pages178-185 of Portrait. 

 

 

How Did it Go?

 

If the students chose any or all paragraphs from173-177, then they understood allusion and epiphany.

 

 

Day Eighteen: Talking with Stephen

 

What’s on for Today and Why

 

Today’s lesson will clarify Stephen’s character in Chapter Five.  To start off, students will be given a brief synopsis of where Stephen is at this point in the novel.  Then the lesson will shift back to a review of Irish politics and the concept of Home Rule.  In order to see how these issues are addressed in Portrait, students will perform the conversation between Stephen and his friend, Davin.

 

 

What to Do

 

1.  Collect the Maps

 

Students have completed their maps for Chapter Four.  Collect the maps so that they can be graded and returned to them as soon as possible.

 

2.  Where is Stephen?

 

When students begin reading this chapter, they might not realize that we have jumped forward in time.  Stephen is now studying at the university.  Take some time to explain his present situation so that the students can proceed with the reading with some idea of what is going on.  This will also provide students with some framework for their maps.

 

3.  Political Review

 

Irish politics have already been discussed during this novel unit.  However, being that much of the focus since then has been related to allusion, imagery, and narrative technique, it may be helpful to review this material with the students.  Give a mini-lesson review of Irish politics, British imperialism, and the concept of Home Rule.  This lesson will help to clarify the character of Davin in this chapter, as well as many of the feelings that Stephen is having.

 

4.  Performance

 

Now that some groundwork has been laid down for this chapter, it is time to move forward with the reading.  Ask for volunteers to play the parts of Stephen, Davin, the woman, and the narrator.  Give these students a few minutes to rehearse in the hallway.  Then, let the performance begin. 

            Once the scene has been performed, ask students what they think is going on in the scene that they just saw.  What kind of rapport does Stephen have with Davin?  What was Davin’s story about?

5.  Homework

 

For homework, have the students write a brief summary and analysis of the scene that was performed in class (pages 185-188 of Portrait) to be included on their maps.  Also, have the students read pages 188-197 of Portrait.

 

 

How Did it Go?

 

To assess this lesson, think about what kind of conversation stemmed from the performance.  What kind of analyses were the students making?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Day Nineteen: My Soul Frets…

 

What’s on for Today and Why

 

Today students will have a chance to apply some of the historical background that they have been learning to the language and conflict found in the novel.  Through an individual writing session and a discussion of Stephen’s conversation with the dean, students will be able to apply the concept of cultural imperialism to the novel.

 

What to Do

 

1.  Check the Homework

 

Go around to each student to make sure they have added information to their maps for Chapter Five.

 

2.  Writing Exercise

 

For this writing assignment, put Stephen’s thought, “My soul frets in the shadow of his language” on the blackboard.  Remind students that this line was part of Stephen’s thoughts while he was talking to the dean.  Ask the students to write about what they think this line means in relation to cultural imperialism.  Give the students about 15 minutes, and then collect their papers.

 

3.  Discussion

 

Once all of the papers have been collected, move the seating arrangement into a circle.  Ask the class questions to stimulate discussion about what they have written.  Why would Stephen think something like this?  Take a look at the whole passage (p. 193).  What does this have to do with cultural imperialism?  How does Stephen feel about oppression?  Rotate questions and answers around the circle to give each student a chance to give some input. 

 

 

4.  Homework

 

For homework, students will read pages 197-207 of Portrait and continue work on their maps.

 

 

 

 

 

 

How Did it Go?

 

To check the class’s progress with the history of the novel, consider their ability to assess the language of the novel in relation to the way in which it addresses issues such as imperialism and oppression.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Day Twenty: Talking With Stephen II

 

What’s on for Today and Why

 

Last night the students read a lot of dialogue.  In order to clarify some of that dialogue, students will be preparing for the performance of these sections of the text in class today.  By having students sort out the dialogue of this section, they will be able to better understand how the scene is unfolding and what the students in the novel are talking about.

 

 

What to Do

 

1.  Check the Homework

 

Go around to each student to make sure they have added information to their maps for Chapter Five.

 

2.  Read Around

 

This read around session will be a little different from those that have been done thus far.  As usual, bring the class into a circle.  Ask for one student to be the narrator and have them stand outside of the circle.  This student will read any part of the text that is not dialogue, including things like “said Stephen,” which may be in the middle of a line.  The rest of the students will read around the dialogue, changing speaker at every “–“ that Joyce uses to indicate dialogue.  Being that Joyce does not use quotation marks, students will have to read the text carefully and attentively.  Try to cover pages 202-206 during this read around.

 

3.  Preparing for Performance

 

Break students up into groups of 5.  Assign each group a section of text from these pages to set up for performance.  Have the students clarify who is speaking when and to whom they are speaking.  As the students work, visit each group to help them with any difficulties they might be encountering.  During you visit to each group, ask them some questions about their section to make sure they understand what is happening.  Ask questions like:  Why would he say that?  What do you think this line means?  Students will perform these scenes in class on Monday.

 

 

 

 

4.  Homework

 

For homework, students will read pages 207-225 of Portrait and continue work on their maps.

 

How Did it Go?

 

Were the students able to identify the speaker and to whom they were speaking?

Did the students have some insight as to what the lines might mean?